Hifza Khalid Khan Hifza Khalid Khan

Grammar - Slow Food
Pre Intermiediate level


In this lesson the students will be taught about comparatives and by using a listening task and some gap fills and sentences they will learn the different types of Comparative adjectives.


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Main Aims

  • To provide clarification of comparative adjectives in the context of slow food

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about slow foods


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Say out "foodie" Ask Ss what they think foodie is? - after some feedback Elicit: I am a big foodie. I like to try out different types of food. - Explain what it means -Write "Foodies..." on the WB - Ask Ss for a suggestion how to end this sentence. Elicit: Foodies like to try out new restaurants. *Ss work in pairs & think of five more sentences with "Foodies.." Give them 2 mins. ICQ: How many sentences do you have to make? Are you going to work alone? * Pair them in groups and discuss the sentences you made. ICQ: Are you going to speak in Turkish?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

In a moment we will listen to a reporter Jill and Maura a food expert in Bologna, Italy about their traditional dish. Maura is going to talk about how freshly made food is Tastier & healthier than processed fast food or canned food. She also talks about a movement called Slow food. * Before we listen to the recording I would like you to look at the topics on the WB. *In pairs after listening you have to discuss & choose the best title for the listening & why is it? You will be given a min to discuss. ICQ: How many titles are you going to choose? Are you going to choose it your self? How long much time will yo have? *After listening feedback? CCQ ; Why?

Highlighting (4-6 minutes) • To draw students' attention to the target language

* T will ask them to look at the passage and listen again to the recording and write the correct information in the exercise. *Give HO *Ss will listen and complete the HO *Ss will discuss in pairs & check their answers. CCQs: Is good food slow food? Is spaghetti specialty of Bologna? Is Ragu quicker to prepare? Is fast food healthier than slow food? *T will write the answer key on the board. * T will highlight the concept of comparatives here e.g slower - quicker more enjoyable, more traditional

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

*T elicits rules & meaning of comparative adjectives on PPP T writes following sentences on the board eliciting further more.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will hand the Ss Ho in which they have correct the mistakes in the sentences. T will elicit the first sentence. Ss will be asked to do it in pairs Check in pairs after completion

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T hands out HO Ss need to use comparatives to complete the sentences about their own country. T will elicit the first one. Ss are going to do this one on their own. Ss will compare and check in pairs.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T will provide the Ss with two Pictures and they have to compare. Ss will discuss them in pairs.

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